This Moodle page is designed to guide you through a water conservation unit that meets several different standards, grade levels, and content areas using a variety of technology. Below is the Unit Outline of a possible unit that you could do in your classroom. Note: This is just an example. You would, of course, design the unit and the activities to meet the needs of your students.
The unit has been constructed around the following essential questions:
Why care about water?
What are the issues around water in San Diego?
What can we do within our community to make change?
While watching the video, "Why Care About Water?" , be thinking about the three essential questions for this unit:
Why care about water?
What are the issues around water in San Diego?
What can we do within our community to make change?
Let's Wiki!
Next, we are going to use a wiki to keep track of our thinking and learning. Click on your presenter's name below to link to the wiki or type the url listed on the notecard provided.
Follow the directions on the first page (titled home) of the wiki in order to sign in and add your content. Instructions are also located on the "Wiki Directions" job aid at your table.
Then, using Google Image Search, find a picture to narrow your thinking about water.
Use the "How Much Water?" worksheet to analyze how much water you use daily.
Now, return to your wiki page and write a reflection on what you learned about yourself as a water user from this activity.
Week 2
Organizing Ongoing Research
Thus far in our project, we have interacted with various text and multimedia resources. We have organized the information gleaned from these onto the "Big Ideas Graphic Organizer."
You are going to engage in one section of a digital text today. As you read, you are responsible for recording the following information on the "Big Ideas Graphic Organizer."
Record the source of information
Record 2-3 big ideas about water issues in San Diego
Respond how this text adds to or changes your thinking. In other words, what do I think now?
Each member of the group is going to read part of the text. The assignments are as follows:
Group Member 1 - Reads Storm water, Sewage, Industrial and Military Pollution
Group Member 2 - Reads Monitoring and Restoration, Energy, and Water Supply
Group Member 3 - Reads Land Use, Education, and Government Leadership
During this 3rd week of the project, you will begin your individual or small group research projects. These projects are based on the themes that came out of our classroom activities during Week 2. Some of these themes are:
access to water/availability
water pollution
water conservation
water rights and restrictions
You will be able to choose the format for presenting your learning. For example, you may want to create a prezi or flipchart. In addition to the resources we have used previously, please use the links below to help you with your research.
The unit has been constructed around the following essential questions:
Week 1
While watching the video, "Why Care About Water?" , be thinking about the three essential questions for this unit:
Let's Wiki!
Next, we are going to use a wiki to keep track of our thinking and learning. Click on your presenter's name below to link to the wiki or type the url listed on the notecard provided.
Cheryl Steinemann
Courtney Browne
Dennis Cowick
Doug McIntosh
Mary Lange
Mary Vieira
Mike Senise
Sarah Trueblood
Follow the directions on the first page (titled home) of the wiki in order to sign in and add your content. Instructions are also located on the "Wiki Directions" job aid at your table.
Then, using Google Image Search, find a picture to narrow your thinking about water.
Finally, insert a Picture into a Wiki Page.
How Much Water?
Use the "How Much Water?" worksheet to analyze how much water you use daily.
Now, return to your wiki page and write a reflection on what you learned about yourself as a water user from this activity.
Week 2
Thus far in our project, we have interacted with various text and multimedia resources. We have organized the information gleaned from these onto the "Big Ideas Graphic Organizer."
You are going to engage in one section of a digital text today. As you read, you are responsible for recording the following information on the "Big Ideas Graphic Organizer."
Each member of the group is going to read part of the text. The assignments are as follows:
Group Member 1 - Reads Storm water, Sewage, Industrial and Military Pollution
Group Member 2 - Reads Monitoring and Restoration, Energy, and Water Supply
Group Member 3 - Reads Land Use, Education, and Government Leadership
Text:
State of the Coast
Choose Why is Water Important from the "Most Recent" Resource Lists.
Built using lesson builder in Discovery Education Streaming. At web site put in your name and click "Go" button.
Week 3
During this 3rd week of the project, you will begin your individual or small group research projects. These projects are based on the themes that came out of our classroom activities during Week 2. Some of these themes are:
You will be able to choose the format for presenting your learning. For example, you may want to create a prezi or flipchart. In addition to the resources we have used previously, please use the links below to help you with your research.
Week 4
Crafting the Message
As you begin to draft and craft your message, consider accessing the sites below.
For organizing persuasive writing:
Great Source - Persuasive Writing
ReadWriteThink - Persuasive Map
HRW - Writing Model Bank
Digital Storytelling:
DigiTales Storyboarding
Storyboard Template
Week 5
Research Projects
This week you will continue to develop your research within your chosen topic. You must choose a presentation format including, but not limited to:
Prezi
ActvInspire flipchart
Google Earth
Powerpoint presentation
Glogster
Wikispaces website
Make Beliefs Comix
Xtranormal video
OurStory interactive timeline
Go Animate video
Week 6
Student Presentations/Publishing Party
Evaluating Student Work
Teacher Resources